Studies

• PhD in Science Education, National and Karodistrian University of Athens (Greece)

• PhD in Theoretical Physics, University of Sussex (England)

• Ptyhion (4-years degree) in Physics, Aristotelian University of Thessaloniki (Greece)

Professional career

• Member of the academic staff in Science Education at the National and Kapodistrian University of Athens (1999-today, Professor since 2012)

• Professor of Education at the School of Pedagogical and Technological Education/ASPETE (3 years)

• Science teacher in secondary education (18 years)

Research interest

• Ways of transforming science content (especially the content of the 20th century science theories) into school knowledge

• Design of teaching-learning sequences on several areas of science

• Study of the multimodal representation of science concepts

• Use of informal sources in science education

• Science literacy in adult educations

Teaching

Undergraduate level (4 years degree)

• Διδακτική των Φυσικών Επιστημών

• Ο Κόσμος μας: Η διδασκαλία βασικών εννοιών Αστρονομίας και Επιστημών Γης

Postgraduate MSc (2 years degree)

• Teaching Science I

• Teaching Science II

• MSc theses supervision

Postgraduate PhD

• PhD supervision

Projects

Participation in 16 national funded projects, in 6 of which as a scientific advisor.

Current funded project

“Scientific literacy in Second Chance Schools: Science teachers’ training in designing of curricula for scientific literacy”, part of Heraclitus Program II, 2011-2014.

Funded PhD: Candidate: Spyros Kollas, Supervisor: Krystallia Halkia.

Academic activities

• Member of the board of the Institute of Educational Policy

• Member of the scientific committee and referee of the international journal “Science & Education”

• Evaluator of international projects (Horizon2020, FP7/Science & Society, Cyprus/Research Promotion Foundation (RPF)

• Member of the scientific committee and referee in three (2011, 2013, 2015) international conferences of ESERA (European Science Education Research Association)

• Member of the scientific committee and referee in 18 national conferences

• Adults’ education: Member of the scientific committee for “Science Literacy in Second Chance Schools (adults’ education)” (design of the program of study, production of educational material, science teachers’ training, etc.), since 2001

• Teachers’ trainer for over 25 years:

 a. Trainer of secondary education science teachers on several issues of science education
 b. Trainer of primary education teachers on several issues of science education

Publications

Authored 4 books, 12 book chapters, 5 programs of study and educational materials, and more than 160 papers in international and national refereed journals as well as international and national refereed conference proceedings.

Selected publications

Books

• Halkia K. (2012). Διδάσκοντας Φυσικές Επιστήμες (Teaching Science).  Athens: Patakis Editions, (495 pages).

• Halkia K. (2006). Το Ηλιακό Σύστημα μέσα στο Σύμπαν: Η διαδρομή από την επιστημονική γνώση στη Σχολική γνώση (The Solar System within the Universe: The path from scientific knowledge to school knowledge). Heracleion, Crete: Crete University Press, (588 pages).

Book chapters

• Kollas S. and Halkia K. (2016). Second Chance Schools in Greece: A Critical Analysis of Science Teachers’ Views and Practices on Designing Scientific Literacy Curricula. Chapter 19, in Insights from Research in Science Teaching and Learning (Editors: Papadouris N., Hadjigeorgiou A., Constantinou C.), Selected Papers from the ESERA 2013 Conference, p. 289-305, Springer (ISBN 978-3-319-20074-3).

• Kollas S. & Halkia K. (2014). Views of second chance school science teachers on scientific literacy curriculum, in Critical Education at the Crossroads (Editors: Skordoulis K. & Hill D.), Selected Papers (2nd International Conference on Critical Education, 10-12 July 2012, Athens, Greece), p. 69-81, Nissos Academic Publishing, Greece.

• Halkia K. & Theodoridis Μ. (2012). Μέσα Μαζικής Ενημέρωσης (ΜΜΕ) και Εκπαίδευση στις Φυσικές Επιστήμες: Η αξιοποίηση των ΜΜΕ στη διδασκαλία των φυσικών επιστημών (Mass Media and Science Education: The Use of Mass Media in the teaching of Science, Chapter 8 (p: 158-180) in Θεωρητικές και Διδακτικές προσεγγίσεις στις Φυσικές Επιστήμες (Theoretical and Didactical Approaches to Science Education), Edited by Μ. Evagorou, L. Avramidou. Athens: Diadrasi Publishers.

• Halkia K. & Theodoridis M. (2008). The Challenge of Using the Multimodal Aspects of Informal Sources of Science Learning in the Context of Formal Education, Chapter 5 (p: 151-177), In Science Education Issues and Developments, (Edited by C. L. Petroselli). N.Y.: Nova Science Publishers.

Papers

• Starakis I. & Halkia K. (2014). Addressing k5 students’ and preservice elementary teachers’ conceptions of seasonal change, Physics Education (IOP Science), 49, 2, 231-239, DOI: 10.1088/0031-9120/49/2/231.

• Velentzas A. & Halkia K. (2013). The Use of Thought Experiments in Teaching Physics to Upper Secondary-Level Students: Two Examples from the Theory of Relativity. International Journal of Science Education, Vol. 35, No. 18, 3026-3049, DOI: 10.1080/09500693.2012.682182.

• Velentzas A. & Halkia K. (2013). From Earth to Heaven: Using ‘Newton’s Cannon’ Thought Experiment for Teaching Satellite Physics. Science & Education, 22, 2621-2640, DOI 10.1007/s11191-013-9611-8.

• Mandrikas A.; Halkia K. & Skordoulis K. (2013). Pre-service elementary teachers’ conceptions about wind. International Journal of Science Education, 35(11), 1902-1924, DOI: 10.1080/09500693.2012.706374.

• Dimitriadi K. & Halkia K. (2012). Secondary Students' Understanding of Basic Ideas of Special Relativity. International Journal of Science Education, 34(16), 2565-2582, DOI: 10.1080/09500693.2012.705048.

• Velentzas A. & Halkia K. (2011). The “Heisenberg’s Microscope” as an Example of Using Thought Experiments in Teaching Physics Theories to Students of the Upper Second School. Research in Science Education, 41(4), 525-539, DOI: 10.1007/s11165-010-9178-1.

• Lucia Prinou, Lia Halkia and Constantine Skordoulis (2011). “The Inability of Primary School to Introduce Children to the Theory of Biological Evolution”, Evolution: Education & Outreach, 4(2), 275-285.

• Starakis J. & Halkia K. (2010). Primary School Students’ Ideas Concerning the Apparent Movement of the Moon. Astronomy Education Review, 9(1). 010109, DOI: 10.3847/AER2010007. Electronic edition of the American Astronomical Society.

• Prinou L., Halkia Kr. & Skordoulis C. (2009). La Reception de la Theorie de l’ Evolution dans l’ Enseignement Grec. Archives Internationales d’ Histoire des Sciences, de l’ Academie Internationale d’ Histoire des Sciences, 59(162), 255-272.

• Prinou L., Halkia Kr. & Skordoulis C. (2008). What Conceptions do Greek School Students Form about Biological Evolution? Evolution: Education Outreach, 1(3), 312 – 317.

• Velentzas A. , Halkia K. and Skordoulis C. (2007). Thought Experiments in the Theory of Relativity and in Quantum Mechanics: Their Presence in Textbooks and in Popular Science Books, Science & Education, 16(3-5), 353-370.

• Halkia Kr. & Mantzouridis D. (2005). Students’ Views and Attitudes towards the Communication Code Used in Press Articles about Science, International Journal of Science Education, 27(12), 1395-1411.

• Halkia Kr. & Botouropoulou I. (2005). Cultural and Educational Dimensions Reflected in Books Popularizing Scientific Knowledge – A Case Study: The Sky, a 19th Century Book Popularizing Astronomy, Science & Education, 14( 7-8), 631-647.